In the Fall of 2021 we co-taught a graduate seminar that launched a year long Mellon Sawyer series. In this essay, we reflect on the contexts, paradoxes and processes that informed our multidisciplinary collaboration teaching a Sawyer Seminar on Race, Migration and White Supremacy in California. We believed that it was vital to being with the migration experiences of Native Americans from rural areas to urban California. We sought to position American Indian migration histories as foundational to cultural and historical understandings of migration to California. Our account of our pedagogical practices details the rewards and realities of collaborative teaching at a public research university. We identify the paradoxes and tensions that we encountered as we developed a syllabus that did not simply "add and stir" different methodologies, histories or fields, but instead, synthesized theoretical and pedagogical across film, art and media studies, history and sociology.
{"title":"The Contexts, Paradoxes, and Rewards of Multidisciplinary Teaching","authors":"Frances Winddance Twine, Lisa Parks, Kim Yasuda","doi":"10.5195/rt.2023.1112","DOIUrl":"https://doi.org/10.5195/rt.2023.1112","url":null,"abstract":"In the Fall of 2021 we co-taught a graduate seminar that launched a year long Mellon Sawyer series. In this essay, we reflect on the contexts, paradoxes and processes that informed our multidisciplinary collaboration teaching a Sawyer Seminar on Race, Migration and White Supremacy in California. We believed that it was vital to being with the migration experiences of Native Americans from rural areas to urban California. We sought to position American Indian migration histories as foundational to cultural and historical understandings of migration to California. Our account of our pedagogical practices details the rewards and realities of collaborative teaching at a public research university. We identify the paradoxes and tensions that we encountered as we developed a syllabus that did not simply \"add and stir\" different methodologies, histories or fields, but instead, synthesized theoretical and pedagogical across film, art and media studies, history and sociology.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"7 19","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Empty seats, uninterested faces and distracted student behaviour are general characteristics of the classroom where humanities subjects are taught to students of science and technology. In this article, I discuss my experience of teaching a course, Professional Ethics, that is generally discarded by the students as ‘an additional burden’ made mandatory by the All India Council for Technical Education (AICTE) for securing a bachelor of technology degree from Indian institutes of higher education. The teaching note documents the initial attitude of students towards the course content, the process of their transformation into imbibing the essence of the course, and finally the outcomes of the adapted teaching method. Socratic questioning on memes and news reports was used to sensitise the students towards the ethics of war and weapon development. In other words, the teaching process was a discourse of peace building by engaging students in sustainability dialogues.
{"title":"Discourses on War and Peace in a Professional Ethics Classroom","authors":"V.K. Karthika","doi":"10.5195/rt.2023.1150","DOIUrl":"https://doi.org/10.5195/rt.2023.1150","url":null,"abstract":"Empty seats, uninterested faces and distracted student behaviour are general characteristics of the classroom where humanities subjects are taught to students of science and technology. In this article, I discuss my experience of teaching a course, Professional Ethics, that is generally discarded by the students as ‘an additional burden’ made mandatory by the All India Council for Technical Education (AICTE) for securing a bachelor of technology degree from Indian institutes of higher education. The teaching note documents the initial attitude of students towards the course content, the process of their transformation into imbibing the essence of the course, and finally the outcomes of the adapted teaching method. Socratic questioning on memes and news reports was used to sensitise the students towards the ethics of war and weapon development. In other words, the teaching process was a discourse of peace building by engaging students in sustainability dialogues.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"45 12","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Grading can be considered as a knowledge-power technology within a lineage of accountancy, human management, and disciplinarity. This essay explores how I situate my own role as teacher within this legacy. Teaching in active resistance to grading requires foregounding these understandings, both with students and with teaching colleagues. However, asking student to "grade themselves" only further substantiates the grade's viability as either reward or restriction, while also encouraging students to even more deeply internalize its method of control. Collaborative pedagogical strategies promoting relational discourse and reciprocity might make way for learning to occur that is impervious to measurement, but classes organized around principles of mutuality are still the exception, not the norm. Must we become "radically complicit" teachers, as Fred Moten and Stefano Harney suggest, in order to effect instititional change?
{"title":"On Complicity","authors":"Bethany Ides","doi":"10.5195/rt.2023.1014","DOIUrl":"https://doi.org/10.5195/rt.2023.1014","url":null,"abstract":"Grading can be considered as a knowledge-power technology within a lineage of accountancy, human management, and disciplinarity. This essay explores how I situate my own role as teacher within this legacy. Teaching in active resistance to grading requires foregounding these understandings, both with students and with teaching colleagues. However, asking student to \"grade themselves\" only further substantiates the grade's viability as either reward or restriction, while also encouraging students to even more deeply internalize its method of control. Collaborative pedagogical strategies promoting relational discourse and reciprocity might make way for learning to occur that is impervious to measurement, but classes organized around principles of mutuality are still the exception, not the norm. Must we become \"radically complicit\" teachers, as Fred Moten and Stefano Harney suggest, in order to effect instititional change? ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"80 3","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For a Master’s course in Organization Studies, in which we addressed refusals of work, we asked students to suggest songs for a playlist to be assembled as the basis for the creation of a zine in a workshop setting. Based on the Zapatista movement’s slogan "one no, many yeses," we asked students to imagine worlds beyond work and to visualize this in a zine. Contemporary music became a critical pedagogical tool for teaching. It allowed us to go beyond critique and the familiar world of work and organizations, and facilitated an affective, creative, and aesthetic movement towards "many yeses" in the form of a zine to refuse work.
{"title":"Dancing Our Way Beyond Work: Playlists and Zines as Teaching Tools to Imagine a World Without Work","authors":"Marguerite Van den Berg, O. Alakavuklar","doi":"10.5195/rt.2023.1133","DOIUrl":"https://doi.org/10.5195/rt.2023.1133","url":null,"abstract":"For a Master’s course in Organization Studies, in which we addressed refusals of work, we asked students to suggest songs for a playlist to be assembled as the basis for the creation of a zine in a workshop setting. Based on the Zapatista movement’s slogan \"one no, many yeses,\" we asked students to imagine worlds beyond work and to visualize this in a zine. Contemporary music became a critical pedagogical tool for teaching. It allowed us to go beyond critique and the familiar world of work and organizations, and facilitated an affective, creative, and aesthetic movement towards \"many yeses\" in the form of a zine to refuse work. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"60 20","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Latin America, racism has been a problem since colonial times and is still found in higher education discriminatory practices. Contemporary racism in teacher training institutions and in foreign language career proposals is characterized by the lack of diversity in many aspects such as institutional human landscape, bibliography, language, and cultural uses. All this maintains a higher education that has traditionally produced and still produces a social reality that is non-plural, inequitable, unjust, and in need of revision. This omission of plurality needs to include strategies that link the field of higher education and excluded social groups. To this end, we suggest that service-learning could contribute to an inclusive training of foreign language teachers in an Ecology of Knowledge with other possible and necessary knowledges, ways, voices of diverse groups, so necessary for a non-racist higher education. We believe that overcoming the idea of the individual and alluding to the community, going beyond the doors of the institutions in an exchange of knowledge through practical interventions in the community beyond academicism is a practice that deserves to be further developed in higher education institutions. We propose lines of work to carry out a process of change in our teacher training programs and spaces for the construction of a better society. Service-learning is a feasible path that implies an anti-racist stance and we, the higher education community, have the imagination and qualifications required to generate and undertake this transgressive task of a collaborative and plural construction for a diverse, equitable, and just social reality.
{"title":"Racism in Argentine higher education. Proposals for an inclusive foreign language teacher training.","authors":"Candelaria Ferrara, Daniela Peez Klein","doi":"10.5195/rt.2023.908","DOIUrl":"https://doi.org/10.5195/rt.2023.908","url":null,"abstract":"In Latin America, racism has been a problem since colonial times and is still found in higher education discriminatory practices. Contemporary racism in teacher training institutions and in foreign language career proposals is characterized by the lack of diversity in many aspects such as institutional human landscape, bibliography, language, and cultural uses. All this maintains a higher education that has traditionally produced and still produces a social reality that is non-plural, inequitable, unjust, and in need of revision. This omission of plurality needs to include strategies that link the field of higher education and excluded social groups. To this end, we suggest that service-learning could contribute to an inclusive training of foreign language teachers in an Ecology of Knowledge with other possible and necessary knowledges, ways, voices of diverse groups, so necessary for a non-racist higher education. We believe that overcoming the idea of the individual and alluding to the community, going beyond the doors of the institutions in an exchange of knowledge through practical interventions in the community beyond academicism is a practice that deserves to be further developed in higher education institutions. We propose lines of work to carry out a process of change in our teacher training programs and spaces for the construction of a better society. Service-learning is a feasible path that implies an anti-racist stance and we, the higher education community, have the imagination and qualifications required to generate and undertake this transgressive task of a collaborative and plural construction for a diverse, equitable, and just social reality.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"31 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A book review of Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student by Bolgen Vargas
《让我们的孩子翱翔!》博尔根·巴尔加斯:《英语学生教育的复杂性与可能性
{"title":"Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student","authors":"Janet Zandy","doi":"10.5195/rt.2023.1206","DOIUrl":"https://doi.org/10.5195/rt.2023.1206","url":null,"abstract":"A book review of Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student by Bolgen Vargas","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"51 8","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the use of digital technologies by North Carolina teacher activists during the 2020 elections. Online research revealed these activists utilized digital technologies largely for two purposes: 1.) to perform public pedagogy to educate voters, and 2.) to mobilize voters to support pro-public education candidates. This article describes and analyzes several highly visible and/or innovative practices within these two categories. Teacher activists’ use of digital media to adapt to COVID-19 is also discussed.
{"title":"To Educate and Mobilize Voters: Digital Teacher Activism during the 2020 Elections","authors":"Chris Gilbert","doi":"10.5195/rt.2023.994","DOIUrl":"https://doi.org/10.5195/rt.2023.994","url":null,"abstract":"This article explores the use of digital technologies by North Carolina teacher activists during the 2020 elections. Online research revealed these activists utilized digital technologies largely for two purposes: 1.) to perform public pedagogy to educate voters, and 2.) to mobilize voters to support pro-public education candidates. This article describes and analyzes several highly visible and/or innovative practices within these two categories. Teacher activists’ use of digital media to adapt to COVID-19 is also discussed.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"45 39","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since this field is required for the submission to continue, I am including the same biography as in previous screen: Biography Paul Cummins’ Poems have appeared in numerous publications including The New Republic, Poetry LA, Whole Notes, Exquisite Corpse, Coracle, Black Buzzard Review, Rattle, Cooweescoowee, Cloudbank, Rockhurst Review, South Loop Review, Absoloose and Perfume River. Also he has won several poetry prizes and has appeared in many anthologies. In addition, Cummins is an educator, writer and social entrepreneur. From Stanford (B.A.) to Harvard (M.A.T.) to USC (Ph.D.) to classroom teaching 1960-71, he went on to the founding and co-founding of six schools — including private schools such as Crossroads School and TREE Academy, plus Camino Nuevo Public Charter School. From the creation of educational outreach programs such as P.S. Arts and The Coalition for Engaged Education to all his groundbreaking and innovative ventures, Cummins has been a champion for quality education, especially for at-risk, foster and incarcerated youth. His publications include an autobiography, Confessions of a Headmaster, three other books on education, two children’s books, four collections of essays, a biography of a holocaust survivor, Dachau Song, and three volumes of poetry.
由于这一领域是继续提交的必要条件，我将包括与前一个屏幕相同的传记:保罗·康明斯的诗歌出现在许多出版物上，包括《新共和国》、《LA诗歌》、《全笔记》、《精致尸体》、《Coracle》、《黑秃鹰评论》、《Rattle》、《Cooweescoowee》、《Cloudbank》、《Rockhurst评论》、《South Loop评论》、《Absoloose》和《香水河》。他还多次获得诗歌奖，并出现在许多诗集中。此外，康明斯还是一位教育家、作家和社会企业家。从斯坦福大学(学士学位)到哈佛大学(硕士学位)，再到南加州大学(博士学位)，再到1960-71年的课堂教学，他继续创办和共同创办了六所学校，包括十字路口学校和树学院等私立学校，以及卡米诺新沃公立特许学校。从创立P.S. Arts和参与教育联盟(the Coalition for Engaged Education)等教育拓展项目，到他所有开创性和创新的企业，康明斯一直是优质教育的倡导者，尤其是对有风险的、被寄养的和被监禁的青少年。他的出版物包括一本自传，《校长的自白》，另外三本关于教育的书，两本儿童书籍，四本散文集，一本大屠杀幸存者传记，《达豪之歌》和三本诗集。
{"title":"The Poets of Myanmar","authors":"Paul Cummins","doi":"10.5195/rt.2023.1142","DOIUrl":"https://doi.org/10.5195/rt.2023.1142","url":null,"abstract":"Since this field is required for the submission to continue, I am including the same biography as in previous screen: \u0000Biography \u0000Paul Cummins’ Poems have appeared in numerous publications including The New Republic, Poetry LA, Whole Notes, Exquisite Corpse, Coracle, Black Buzzard Review, Rattle, Cooweescoowee, Cloudbank, Rockhurst Review, South Loop Review, Absoloose and Perfume River. Also he has won several poetry prizes and has appeared in many anthologies. \u0000In addition, Cummins is an educator, writer and social entrepreneur. From Stanford (B.A.) to Harvard (M.A.T.) to USC (Ph.D.) to classroom teaching 1960-71, he went on to the founding and co-founding of six schools — including private schools such as Crossroads School and TREE Academy, plus Camino Nuevo Public Charter School. From the creation of educational outreach programs such as P.S. Arts and The Coalition for Engaged Education to all his groundbreaking and innovative ventures, Cummins has been a champion for quality education, especially for at-risk, foster and incarcerated youth. \u0000His publications include an autobiography, Confessions of a Headmaster, three other books on education, two children’s books, four collections of essays, a biography of a holocaust survivor, Dachau Song, and three volumes of poetry.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"39 3","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Regular media coverage and social media discussion about Black Lives Matter, prison abolition, racialized police violence, and voter disenfranchisement mean that students arrive to our classes already primed to discuss and reckon with questions of racial justice and racial oppression and privilege. At the same time, we have also observed a groundswell of white Americans mobilizing in defense of white supremacy. Although this reckoning has been long in the making, recent successes of a violent and increasingly mainstream political movement have created new challenges for instructors teaching about racism. In this teaching note, I reflect on an experience with students who completed a “knowledge assessment survey” and how this was leveraged into a productive conversation about Critical Race Theory (CRT). More broadly, I suggest that discussion of politicized topics poses some challenges, but also presents opportunities for demonstrating the importance of critical race perspectives and prompts students to reflect on how their understandings of race are derived from their social worlds.
{"title":"Teaching Racial Reckoning: The CRT Panic as a Challenge and an Answer","authors":"Matthew Jerome Schneider","doi":"10.5195/rt.2023.1139","DOIUrl":"https://doi.org/10.5195/rt.2023.1139","url":null,"abstract":"Regular media coverage and social media discussion about Black Lives Matter, prison abolition, racialized police violence, and voter disenfranchisement mean that students arrive to our classes already primed to discuss and reckon with questions of racial justice and racial oppression and privilege. At the same time, we have also observed a groundswell of white Americans mobilizing in defense of white supremacy. Although this reckoning has been long in the making, recent successes of a violent and increasingly mainstream political movement have created new challenges for instructors teaching about racism. In this teaching note, I reflect on an experience with students who completed a “knowledge assessment survey” and how this was leveraged into a productive conversation about Critical Race Theory (CRT). More broadly, I suggest that discussion of politicized topics poses some challenges, but also presents opportunities for demonstrating the importance of critical race perspectives and prompts students to reflect on how their understandings of race are derived from their social worlds.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"18 12","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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